Teaching
English to Koreans
Oak, S., & Martin,V. Hollym Publishers. 2003.
The
title draws the reader in with great expectations. Clearly an examination of the
teaching intricacies in Korea needs careful analysis (see Robertson,
2003)
The introduction begins,"The need for highly trained professionals
proficient in English has expanded with Korea's development in recent years, resulting
in a corresponding increase in the number of English programs and instructors
in Korea."
So
far so good. It continues "A review of EFL literature, however, reveals
that very little has been published in English specifically related to the Korean
teaching situation."
And
that is where the book looses some of what it sets out to do. There is a wealth
of material from academics available, in hard cover and on line which has not
been referenced. The book contains 12 articles written by various authors. Some
articles read like a litany of complaints from the teachers as to the amount of
work they are expected to do, as opposed to a scholarly examination of the topic
at hand. Most references ignore articles by world leading authors, Krashen, Nunan,
Jarvis, inter alia, who expertly examine the topic. Ironically one author notes
"... the lack of training for (Korean) English teachers in secondary school
education..." The article fails to mention the same author (Kwon,O.) has
consistently criticized native English speaking teachers as being unqualified
to teach English in Korea.
To
write on such an important topic needs a careful understanding of the Korean education
system, the changing curriculums, and the changing University entrance test requirements.
Teaching in Korea for a few years does not give this knowledge, which is apparent
throughout the book.
Of
course, it must be remembered that Korea employs anyone from an English speaking
nation who has any degree into the university system and dubs them with the title
of 'professor.' The Korean education system has long been assailed for this inappropriate
behavior of placing inexperienced non qualified persons in positions of such importance.
The
back cover notes, "..written by highly qualified, experienced professionals..."
No where do we find the qualifications or biography of the authors. Referencing
material is somewhat outdated given the surge in internet on-line topics available-
one almost gets the impression these articles were undergraduate assignments.
For new
teachers to Korea this book gives an inside view of what to expect - a rare look
inside the Korean classroom. From that point of view the book is valuable to new
teachers to EFL.
